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CHAPTER I

INTRODUCTION

A romantic relationship is an important element in an adolescent life. Adolescents

spend much of their time thinking, talking, and engaging in romantic relationships.

Strong positive or negative emotions in adolescent are more commonly caused by

romantic relationships as opposed to other kinds of relationships such as with friends,

parents, or school staff (Furman & Shaffer, 2003). It is often believed that romantic

relationships may negatively affect adolescent’s academic outcomes because the time

spent with a romantic partner might distract one from schoolwork.

In the USA, Myers (2010) said that relationships also consume much of the life of

university students. It is proven in the study of Mehl & Pennebaker (2003) conducted to

11 participants, using Electronically Activated Recorder for each participant, coming

from the University of Texas at Austin, that 28 percent of the students’ waking hours

were spent just by talking to their romantic partners and it did not include the time they

spent in listening to their romantic partners. Another study of Steinhauer and Holson,

(2008) found that an average American 13-18 years old sent or received 1,742 test

messages per month. Most often these youth have been involved in romantic

relationships by using cellphone to communicate with their romantic partners.

On the other hand, research conducted by Campbell, Oliver and Sedikides (1994)

found benefits in having a romantic relationship such as feeling of happiness or elation,

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feeling loved or loving another, feeling of belongingness, self-growth and self-

understanding, more positive self-esteem and companionship. These benefits found in a

romantic relationship were said to be the cause of motivation and inspiration of the

students in pursuing their studies.

However, Campbell & Oliver (1994) also pointed out some problems which are

found in a romantic relationship, namely: stress and worry about the relationship, social

and nonsocial sacrifices, increased dependence on the partner, fights, time and effort

investment, and feeling worse about the self. These problems found in a romantic

relationship were said to be the cause of anxiety of the students.

During adolescence, teens become interested in dating because of the desire to

belong with others. As a result, it is clear that over the time, romantic relationships gain

in importance for the adolescent’s life. Adolescents crave to have an inseparable romantic

relationship to which love is given and received without constraint. It is according to the

need to belong theory by which individuals have the determination to connect with others

in enduring, close relationships. Furthermore, the theory states that humans “share” the

same need to be a part or connected with other individuals, and claims that all individuals

may live life better if they are connected. Myers (2010) supported the need to belong

theory by asserting that people who find a person complimenting their needs to whom

they can share their problems with, makes those people more acknowledgeable.

Belongingness is supported by close, intimate relationship which tends to be healthier

and happier.
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Because of this need to belong, we can see nowadays that most students are

coincide their time in both academic and romantic aspect. Engaging themselves in this

romantic relationship enables them to feel that someone cares for them, shows affection

to them and loves them. In fact, Furman (2002) reported that romantic relationships

become more important to adolescents in their social world as they also develop from

puberty towards late adolescence in which it shows how dominant is romantic

relationship among adolescents.

In the Philippines, particularly in the University of Philippines Cebu, some

students in the University of the Philippines Cebu College have also involved themselves

in a romantic relationship. It was found out that the time management of the students was

imbalanced which entails that they were more focused in their romantic relationship than

in studying. Considering that each professor has higher expectations of the students, an

increase of workloads which includes projects, school papers, reports and challenging

exams were given. Therefore, students of UP Cebu College give them more responsibility

and it requires a great amount of time and attention (Bernales & Colonia, 2011).

In Digos City, most of the Senior High School students, particularly in Cor Jesu

College – Senior High School, students who are in a romantic relationship may be faced

with the challenge in maintaining a good academic performance as Senior High School

student. Senior High School students in Cor Jesu College have greater responsibility to

do well in their studies since it is the state which subsidized most of its students to

provide them a quality education.

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In order to answer these problems, this study aimed to determine the relationship

of romantic relationship and academic performance of the Senior High School students

who are involved in a romantic relationship.

Theoretical and Conceptual Framework

To have a guide towards explaining the effects of romantic relationships on the

academic performance of Senior High school students, the researchers used two

important theories which introduce the main variables of this study.

The first theory to be considered is the “Need to Belong” theory of Baumiester

and Leary (1995) which asserts that all humans share a common need to be connected

with others, and common sense signals that individuals’ lives are better for being

connected.

Furthermore, Baumiester and Leary (1995) proposed that the “need to belong” has

two aspects: (1) people want a stable and enduring context of concern and caring, (2)

people need frequent interaction with the same person. As stipulated in the first aspect,

people want a constant perspective of being loved and cared. Myers (2010) supported this

theory by stating that people who find supportive person whom they can disclose makes

them feel accepted and prized. He added that this situation is associated with the arousal

of behavior (i.e., irrepressible joy and happiness) to the persons involved which causes

them to be driven by their goals in life. However, Myer (2010) stated that there are

certain factors which occur in the course of relationship and these situations thwarted the

need to belong.
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Consequently, Baumeister and Leary (as cited in Gere & MacDonald, 2010)

affirmed that these threats would lead to them to focus their attention on their

“relationships and social connections”, which, by consuming limited cognitive resources,

may lead to impairments in processing in other domains. Results of the study of DeWall,

Baumeister, and Vohs (as cited in Gere & MacDonald, 2010) supported Baumeister and

Leary’s proposition by showing negative impact of the threat to belongingness on the

performance of different cognitive tasks. In the meantime, as what Baumiester & Leary

(1995) proposed in the second feature of the need to belong, a person has to frequently

interact or get in touch with the same person or group in order to accomplish the state of

full belongingness.

This aspect gives rise to the second theory used in this study. “Social Exchange”

theory which according to Wang (2004), explains how interactions are maintained by

exchanging benefits to each person involved in the relationship. Moreover, Wang (2004)

introduced the concept of “cost and reward” which are the basis of this theory. She stated

that rewards are the things which are received and give benefit to the receiver.

Meanwhile, costs are the things which are lost at the course of giving sources. Cost is

associated with the giver of sources.

The “Need to Belong” theory explains that people nowadays need to interact with

others enable to satisfy their wants. It also proposes two aspects in achieving the need to

belong. The replete of the first aspect which is the desire to have a continuing and lasting

relationship and have a context of concern and caring in achieving the need to belong

affects the cognitive tasks of the person affiliated according to their reactions.
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Meanwhile, the second aspect of achieving the need to belong is the continuous

interaction with the same individuals or in their peers. The “Social Exchange” theory

explains the attitude of those people who maintained their interaction to one another. It

suggests that individuals who frequently interact with others will also exchange more

benefits and costs. Material or non-material things that each one gives will become costs

on the part of the giver while these will become benefits on the part of the receiver. This

entails that if the things which they usually give in the course of their interaction, were

also the things that they require in accomplishing the complex cognitive tasks, frequent

interactions will affect those tasks.

These two theories will help the students especially those students who are in

romantic relationship. These theories show the effects of romantic relationship in the

academic performance of the students.

Figure 1 illustrates the conceptual paradigm of this study. The independent

variable is the Romantic Relationship of the Senior High School students. The dependent

variable is the Academic Performance.

Independent Variable Dependent Variable

Romantic Relationship Academic Performance

Figure1. The Conceptual Framework of the Study

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Statement of the Problem

This study determined the relationship between romantic relationship and

academic performance of the Grade 12 - Senior High School students in Cor Jesu

College. Specifically, it will answer the following questions:

1. What is the frequency of the respondents to go on dating with boyfriends and

girlfriends?

2. What is the level of academic performance of the respondents?

3. Is there a significance relationship between romantic relationship and

academic performance?

Hypotheses of the Study

HO1. There is no significant relationship between romantic relationship and

academic performance.

Scope and Limitation

This quantitative study was conducted in one of the private high school in Digos

City excluded in this study were the public schools here in the province of Davao del Sur.

This study gave focus only 50 Grade 12 - Senior High School students who are involved

in romantic relationship. Excluded in this study are elementary, junior high school, grade

11 and college students. This study was conducted in the first semester of the school year

2017 – 2018.
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Significance of the Study

This study aim to know the relationship between romantic relationship and

academic performance of the Senior High School students.

Teachers. The information that they would get in this study would help them

guide and give proper attention to their students who are involved in romantic

relationship so that teachers could also help in increasing the academic performance of

their students not just by teaching them lessons on the course/subjects they handled.

Parents. Finding of this study would also raise the awareness of the parents of

the students who are synchronizing their time on both academic works and romantic

aspects.

Students. The result of this study would alarm the students and raise their

awareness on the effects of romantic relationship on the academic performance of a

student especially on its negative effects.

Future Researchers. The result of this study will serve as a reference that will

benefit the future researchers who aim to conduct a research similar to this study.

Definition of Terms

For the better understanding of this study the following terms are defined

operationally and conceptually.

Senior High School this refers to the grade twelve senior high school students

who are involved in romantic relationship.

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Romantic Relationships it means the expressive and pleasurable feeling from an

emotional attraction towards another person.

Academic Performance refers to the students’ grade eleven - general average

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CHAPTER II

REVIEW RELATED LITERATURE

The first part discusses why adolescents get involve in romantic relationships

and how these relationships contribute in the growth and development of adolescents.

The second is on the dependent variable which is the academic performance. The third

part, determines or to see if there is relationships exist between romantic relationship and

academic performance of individuals and its effect. In the last part of the chapter, the

researchers try to evaluate previous studies related to the topic of this study.

Romantic Relationship

Humans, particularly adolescents get involve in romantic relationships with

variety of reasons. According to Aristotle, humans are social animals which made them

long to form an intimate relationship in which love can be given and received freely

which the psychologists called the “need to belong” (Myers, 2010). Rest assured of the

love and care given by the persons close to them, they are secured with the trust and

confidence that they are acceptable to individuals whom they can depend on for the

satisfaction of their needs. Raman (2010) stated that being in romantic relationship

involves physical contact which causes chemical arousal to the persons involved and at

the same time gain love and confidence in which they are longing for. Koob and Bloom

(as cited in Bernales & Colonia, 2011) also explained this by stating that the individuals

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who are in love release a number of chemicals within the brain such as oxytocin,

vasopressin and endorphins which cause “short-term” joy and pleasure.

On the other hand, Arnet (as cited in Fincham & Cui, 2011) "late adolescents"

is the stage where teenagers experienced how to be totally and socially independent. This

is the time for curiosity and explorations in choosing and having a partner, and explores

this kind of curiosity that somehow leads to romantic relationship. However, this kind of

relationship may not lead to a pleasant and intense love affair. Consequently, half of all

teens have been in a dating relationship and nearly one third of all teens have been in a

serious relationship (Teenage Research Unlimited, as cited in Luqman, 2009). According

to Furman (2002), romantic relationships become more and more significant to

adolescents in their social world as they also develop from puberty towards late

adolescence. This show how prevalent is romantic relationship among adolescents.

Luqman (2009) said that an adolescent relationship plays an important role to

adolescents as it develops the ability for committed relationships. Additionally, Pelt (as

cited in Bernales & Colonia, 2011) stated that those relationships help develop

personality. She also added that it is a way of knowing one’s unique qualities of opposite

sex and at the same time choosing the right life partner. Moreover, researchers theorized

that romantic relationship is essential to the development of adolescents in different

aspects such as transformation of family relationships, close relationships with peers,

sexuality, and career planning (Bernales & Colonia, 2011).

An article of Barber and Eccles (as cited by Luqman, 2009) talked about the

importance of romantic relationships to adolescent development and its long lasting

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effects on self-confidence. It affirmed that romantic relationship teaches moral values on

romance, intimate relationships and sexuality. In addition to this, healthy romantic

relationship could possibly benefit student’s education (Phelps, 2007). Romantic

relationship provides positive outlook of adolescents’ life which motivates the

adolescents in achieving goals such as performing well in the studies.

According to Zulueta and Maglaya (2004), motivation constitutes the degree

of an individual’s behavior as manifested by his interests, attitudes, and aspirations to

satisfy his desired goal. It is an urge to satisfy goal object (p. 212). Provided a positive

romantic relationship, adolescents would strive hard on performing well in studies to

bring a brighter future in their relationship.

In contrast, Dulmen, Goncy, Haydon and Collins (2008) investigated the

processes of romantic relationship in predicting externalizing behaviour problems during

adolescence. It showed that during adolescence and early adulthood relationship security

can be associated with lower levels of externalizing behaviour problems where this

inverse relation was found to be stronger for early adults. In addition, higher frequency in

dating would imply a lower academic performance in studies (Quatman, Sampson,

Robinson & Watson as cited in Bernales & Colonia, 2011).

In another study, Brendgen, Vitaro, Markiewicz and Bukowski (2005), it was

examined whether early adolescents' involvement in a romantic relationship would be

differentially related to adjustment, depending on their relations with the same-sex peer

group. Three hundred and twelve 7th graders were assessed with respect to their social

acceptance by same-sex peers, involvement in reciprocal same-sex friendships,

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involvement in romantic relationships, self-esteem, antisocial behavior, and academic

performance. The results showed that having a boyfriend/ girlfriend was related to poorer

emotional and behavioral adjustment for those early adolescents who were unpopular

among same-sex peers. Independently of same-sex peer acceptance, however, romantic

involvement was negatively related to academic performance, albeit only for girls.

To examine the gender variation and correlates of relationship qualities in

parents’ management of adolescents’ romantic relationships, Madsen (2008) examined

165 parents and their 103 children (17-19 years) from a European-American background.

The parents answered scales on parental comfort, romantic relations and dating rules

whilst the adolescences answered on psychological control used by parents and romantic

relationship qualities. It was seen that dating rules, when provided by the parents was

different between the adolescents and parents’ gender. Qualities of parents and

adolescents’ relationships were associated differently when rule types were considered.

Jerves, Rober and Enzlin (2013) investigated that romantic relationships are a

central aspect of the life of adolescents and have an important influence on the socio-

affective and sexual development. The review encompasses the analysis of 36 studies on

romantic relationships in adolescence. The analysis of the published data was guided by

five central characteristics of romantic relationships of adolescents: involvement, partner

selection, content, quality, and emotions and cognitions emerging from the relationship.

It was found that although during the last decade a growing interest of scholars in the

study of romantic relationships in adolescents emerged, providing a certain body of

knowledge on the topic in general, there are still gaps in the understanding of

adolescents’ romantic relationships in different socio-cultural contexts.

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Barry et al. (2009) examined the facets of identity development and

achievement and its relation to friendship and romantic relationships in emerging adults.

The data set comprised of 710 adults (18-26 years). It was found that four romantic

relationship qualities were positively associated with identity achievement and not with

friendship qualities. Numerous individuals who attained adulthood criteria were

interrelated positively to romantic relationship qualities. However, achieved adulthood

criteria were linked negatively to friendship qualities. The analysis suggested that

developmental tasks of adulthood could carry vital implications for adults’ social

relationships.

La Greca and Harrison (2010), examined multiple levels of adolescents'

interpersonal functioning, including general peer relations, and qualities of best

friendships and romantic relationships as predictors of symptoms of depression and social

anxiety. An ethnically diverse sample of 421 adolescents (57% girls; 14 to 19 years)

completed measures of peer crowd affiliation, peer victimization, and qualities of best

friendships and romantic relationships. Peer crowd affiliations (high and low status),

positive qualities in best friendships, and the presence of a dating relationship protected

adolescents against feelings of social anxiety, whereas relational victimization and

negative interactions in best friendships predicted high social anxiety. Findings indicate

that multiple aspects of adolescents' social relations uniquely contribute to feelings of

internal distress.
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Braithwaite, Delevi and Fincham (2010), also examined that from college

students in committed romantic relationships experience greater well-being than single

college students. In a sample of 1,621 understudies, people in committed relationships

experienced fewer mental health problems and were less likely to be overweight.

Examination of 2 models suggested that being in a committed romantic relationship

decreases problematic outcomes largely through a reduction in sexual partners, which in

turn decreases both risky behaviors and problematic outcomes.

Shulman and Scharf (2010), studied the role of age, gender, and dating

experience in adolescent romantic behaviours and perceptions. In addition, the linkage

between the quality of relationships with parents and peers, and affective intensity with a

romantic partner was investigated. Interviews were held with 168 Israeli adolescents,

who also completed questionnaires assessing romantic behaviors, romantic perceptions,

and quality of relationships with their romantic partner, parents, and a same-gender close

friend. Older adolescents were more likely than younger adolescents to have a romantic

partner. Romantic perceptions pertaining to companionship and excitement were less

frequent among older adolescents.

Depression

Adolescent romantic relationships were associated with higher levels

of depression, although their links with behavioral problems of transporting them

remain unclear. Romantic involvement during adolescence, especially in early

adolescence, was associated with more depressive symptoms and behavioral

problems. Breaks in romantic relationships were a major factor in producing the

negative emotional and behavioral consequences. Romantically involved girls

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experienced higher levels of depressive symptoms, while romantically involved

boys had higher levels of externalizing behaviors, compared to their non-dating

peers. In addition, it’s indicated that the negative impact was strongest for those

involved in romantic relationships at a young age

(Chen, Guo, Yang, Li, Duan, Zhang & Ge, 2009). And also, in adolescence,

romantic activities, experiences, and relationships are associated with depressive

symptoms (Davila, 2008).

Break - Up

Adolescents, who were rejected, experienced more depression, loss of

self-esteem, and rumination. Rejectors, on the other hand, experienced the

reputational cost of being perceived by others as cruel. Exploratory data analyses

revealed that women more than men reported experiencing negative emotions

after a breakup, particularly feeling sad, confused, and scared. Both sexes used an

array of strategies to cope with the breakup, ranging from high base-rate strategies

such as discussing the breakup with friends to low base-rate strategies such as

threatening suicide (Perilloux & Buss, 2008).

Academic Performance

According to Steinmayr, Meibner, Weiddinger and Wirthwein (2014), that

academic achievement represents performance outcomes that indicate the extent to which

a person has accomplished specific goals that were the focus of activities in instructional

environments, specifically in school, college, and university. School systems mostly

define cognitive goals that either apply across multiple subject areas such as critical
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thinking or include the acquisition of knowledge and understanding in a specific

intellectual domain such as numeracy, literacy, science, history.

Steinmayr, Meibner, Weiddinger and Wirthwein (2014), also added that,

academic achievement should be considered to be a multifaceted construct that comprises

different domains of learning. Because the field of academic achievement is very wide-

ranging and covers a broad variety of educational outcomes, the definition of academic

achievement depends on the indicators used to measure it. Among the many criteria that

indicate academic achievement, there are very general indicators such as procedural and

declarative knowledge acquired in an educational system, more curricular-based criteria

such as grades or performance on an educational achievement test, and cumulative

indicators of academic achievement such as educational degrees and certificates. All

criteria have in common that they represent intellectual endeavors and thus, more or less,

mirror the intellectual capacity of a person. In developed societies, academic achievement

plays an important role in every person’s life.

Schmidt and Lockwood (2015) stressed that the few examinations that have

analysed the impacts of romantic relationship of the student’s performance in school,

most have been worried about adolescent of the students. The outcome of the

investigations shows that being in a romantic relationship while in school is essentially

connected with class absences, yet not with grade point average.

In the study of Giordano, Phelps, Manning and Longmore (2009), the study

was conducted to examine the extent of a student in which they value achievement and
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ambition with their romantic partners which gives good effects on their academic

achievement.

Joyce, Ross, Wal and Austin (2009), the study investigates the different

students in college’s preferences for processes of change in four kinds of problems:

academic, relationship, depression and anxiety. Around 218 undergraduates were

assigned in random to complete an academic problem, relationship problems, depression

or anxiety. The results revealed the important differences for preferred processes of

change as a function of a problem type. In general, processes of change were more

preferred for depression, anxiety and relationship problems that for academic problems.

Parent and Peer Influences

Giordano, Phelps, Manning and Longmore (2008), parent and peer

influences on academic achievement are well documented, but little research has

examined links to romantic involvement during the adolescent period. The results

indicate that the romantic partner’s grades are significantly related to adolescent

respondents’ self-reported grades, even after their own orientation toward school

and traditional family, peer, and demographic controls have been taken into

account. The results on peer influence processes, that this agreement reveals a

tendency to select similar partners, but may involve social influence processes as

well.

Relationship Problems

Adolescent’s exposure to social network sites such as Facebook is

increasing, along with the potential for such use to complicate romantic
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relationships. Yet, little is known about the overlaps between the online and

offline worlds. Facebook intrusion was linked to relationship dissatisfaction, via

jealous cognitions and surveillance behaviors. The results highlight the possibility

of high levels of Facebook intrusion spilling over into romantic relationships,

resulting in problems such as jealousy and dissatisfaction (Elphinston & Noller,

2011). However, it is negative on the other hand because it will cause distraction

in studies (Stefan, 2006). The adolescent’s academic performance in school will

affect because of his/her relationship problem.

Romantic Relationship and Academic Performance

According to Collins (as cited in Huggins, 2015), it is stated that romantic

relationships bring people together. They allow bonds to be formed that can influence the

behavioral aspects of adolescence involved. Relationships can be described as

expressions of affection, including emotional, physical, and sexual. About 70% of

students age 18 describe being in a relationship as especially romantic. Romantic

relationships are very common for young people and can often times alter an adolescents

moods and their way life. These constant changes may influence things such as academic

achievement.

According to Lucas and Curpuz (2007), stated that quality personal

relationships that provide stability, trust, and caring such as romantic relationships can

increase learners’ sense of belonging, self-respect and self-acceptance, and provide a

positive climate for learning and thus increase academic performance. According to the
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theory of incentive approach of motivation, the desirable properties of external stimuli –

whether grades, money, affection, food, or sex – account for person’s motivation.

Moreover, theorists suggested that romantic relationship has a great role in the

academic performance of adolescents. Vgotsky’s theory states that social interaction

plays a very important role in the cognitive development of an individual and could not

be understood without looking into the social and cultural context. Furthermore,

Vygotsky’s ideas about “cognitive development” have become major influences in

psychology and education today (Lucas & Corpuz, 2007). Theorists suggested that

romantic relationship has a great role in the academic performance of adolescents.

Parents, peers, and partners, on the other hand, cooperate, collaborate and enrich the

learning experience (Lucas & Corpuz, 2007). In this way, adolescents who are more

knowledgeable can help in the cognitive development of their partner.

However, romantic relationships do not always behave in a positive way.

There are instances in which romantic relationship may harm adolescents and because of

this, they need adults who will guide them in developing healthy relationships (Luqman,

2009). In the same line, Connolly & Johnson (2008, cited in Weichol & Barber) said that

even though romantic relationship plays an important role in the development of an

adolescent, most romantic relationship in the adolescence stage last for only 6 months to

1 year. This situation implies frequent break-ups which cause anxiety among adolescents.

Monroe et. al (as cited in Bernales & Colonia, 2011) affirmed that breakups are mostly

the cause of depression among adolescents. Furman (as cited in Bernales & Colonia,
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2011) also states that adolescents are mostly prone to problems in adjustment when they

got involved in romantic relationships at an early stage of their adolescent life.

In another way, romantic relationship gives more negative effects on the

academic performance of adolescents. Teens nowadays consider romantic relationship as

the number one source of stress (Manning et al., 2009). It results from the break-ups or

conflicts with partner. Even those who give more importance on academics, spending

time with one’s partner may also serve as a distraction. Myers (2010) also said that:

For university students, relationships consume much of life. How much of your

waking life is spent talking with people? One sampling of 10,000 tape recordings

of half- minute slices of students’ waking hours found them talking to someone

28% of the time – and that doesn’t count the time they spent to someone. In 2008,

the average American 13-17 year-old sent or received 1742 text messages per

month (pp. 393-394).

The time spent with the partner would consume much time that must be

allotted for studying; taking into consideration the time management of a student being

involved in romantic relationship affects the academic performance. As stated by Crissey

(2006) in her study about impact of romantic relationship on high school girls, there is

really a challenge in balancing romantic relationship and academic performance in a

teenager's life. It gives pressure on how to maintain the romantic side and the academic

works as well.

Crissey (2006) then added that having a romantic affair especially when you

are just a student would not just give a source of stress but also a disturbance. Having a
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romantic relationship is really disturbing because a student will deal on managing time

between the school and in the romantic side that somehow leads to give academic works

a lesser priority.

Stress is a continuous feeling of worry about work or personal life that

prevents someone from relaxing. Campbell (as cited by Crissey, 2006), pointed out that

stress is a condition or effect that is bad and can cause some problems. For example,

students who are having any romantic affair will have a higher percentage of stress than

those who don't have because instead of focusing to their academic work and academic

stresses, they also commit their time to their relationship.

Morris and Maisto (2011, as cited in Bernales & Colonia) added that anxiety

which can be taken from internal and external forces brings about stress. They also

described how someone or something frustrates individuals when it stands between them

and their goals. This would cause a dilemma on irreconcilable demands, opportunity,

needs or goals. They added that delays, lack of resources, losses, failure and

discrimination are the primary cause of aggravation.

On the other situation, negative effects of romantic relationships are very

evident in the report of Namaganda (2009) saying that “developing feelings of love, two

weeks before exams can lead to lack of concentration during the time a learner should be

revising and thus failure” (para. 6). Thus, Byamugisha (as cited in Namaganda, 2010) a

psychologist and lecturer at Kyambogo University said that heart-break is not the only

cause of student’s failure in exams.

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Moreover, Furman, Brown and Feiring (as cited in Bernales & Colonia, 2011)

stated in that romantic relationship at an early age is the cause of higher rates of drug use,

minor delinquency, and psychological or behavioral difficulties, as well as lower levels of

academic achievement that those who are not currently involved in a relationship or who

delay romantic activity until later in adolescence.

In conclusion, relationships and academics cannot be joined together. On one

side, the student is spending time with his/her lifelong partner, but on the other side, the

student is busy trying to fulfill other responsibilities in school like making projects,

studying, and maintaining grades (Bernales & Colonia, 2011).

According to Connolly, Craig, Goldberg and Depler (as cited in Huggins,

2015), stated that by late adolescence, most American teens have had at least one

romantic relationship. It was noted that adolescence during this time start merging in

mixed-gender groups and allows opportunity for cross-gender associations which

eventually lead to a romantic relationship. Statistics show that at least 55% of 15-16 year

olds report having a current girlfriend or boyfriend. The article explains how, during

adolescence and into older ages, students begin to become more involved with peers of

the opposite sex and this eventually leads to the base and formation of these romantic

relationships.

On the other hand, studies about romantic relationship and its effects to

academic performance revealed different results. The study of Luqman (2009) on

romantic relationship and its effects on academic performance, identity and self-esteem

of 101 students attending B. Z. University and 100 students studying 10th grade Educator
 24

High School at Department of Pschology Bahauddin Zakriya University Multan revealed

that there is not relationship between the grade point average and dating status of

adolescents. The variables considered were dating status, level of involvement, grade

point average, identity status and self-esteem.

However, in his methodology, he only considered the students’ grade in the

latest exam. This would make his data less accurate because initial level academic

performance of the respondents was not recorded. The purpose of having an initial level

of academic performance is to have a comparison of before and after situations which

will predict whether the academic performance of the respondent has increased or

decreased during the course of romantic relationship. He then suggested that initial levels

of academic achievement of students should be considered in the future research about

romantic relationship and its effects to academic performance to get more accurate

results.

Pham (2013), studied about the relationships between dating and college

performance of Loyola University students who were aged between 18-24 years old. It

was hypothesized that dating and involvement will result in a lower grade point average.

It implies that dating and involvement in romantic relationship shows no significant

relationship on academic performance of college students. Thus, Pham’s study revealed

the same result with Luqman’s (2009) study.

Similarly, Toreon (2011) in his study on the Effect of Romantic Relationship

on Teacher Education Students’ Academic Performance at Bohol Island State University.

The variables of the study were students’ grade, intensity, level of involvement in a
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romantic relationship and, self-esteem. Findings describe significant effect of romantic

relationship on academic performance. Intensity and level of involvement also exhibited

a significant relationship on the students’ academic performance. It was also found out

that a student who is involved in romantic relationship for more than two years have

better score as those involved for 3 to 6 months. It was further found that the basic

characteristic of the individuals who are most successful at love is high self –esteem. It

has been determined that those high in self-esteem experience romantic love more as

been found in the number of years of being attached to each partner.

On the other hand, Quatman, Sampson, Robinson and Watson (as cited in

Bernales & Colonia, 2011), relationship between dating status and academic achievement

on grades 8, 9 and 10 in Santa Clara University in California were studied. The result of

the study showed that higher frequency in dating would imply a lower academic

performance because most of the romantic experiences showed higher levels of

depressive symptoms and lower levels in academic motivation.

In another study, a dissertation of Crissey (2006) focused on the differences of

gender on the high school academic outcomes which were influenced by romantic

relationships. The study found out that when students divided their attention to education

and romance, there was a negative outcome on the academic performance especially

when they take too much concern on their romantic relationships. This situation occurs

mostly on girls because of the school romantic climate where romance is more valued.

On the other hand, the study showed that boys’ academic well-being is being slightly

affected. The increased risk of sexual activity mainly affects this situation (Crissey,

2006). However, data from the National Longitudinal Study of Adolescent Health (as
 26

cited in Allen, 2010) revealed a different result in which males’ academic performance is

negatively affected by the romantic climate.

In another study, entitled The Peer Group as a Context for the Development of

Young Adolescent Motivation and Achievement by Ryan (2011) states that adolescence

marks the beginning of a downward trend in motivation to do well in achievement and

academics. Research shows that these changes are known to come with the ages of

people during adolescence and understanding that they are simply changes in life. For

example, since adolescence already face common changes in mood and how well they

progress in academics, adding could a relationship can only cause a negative effect as

well.

A dissertation of Stefan (2006) showed that there is really a social pressure for

teenage girls who are involved in dating. She also found out this societal pressure means

that girls are engaged in this kind of dating situation merely because of some influences

peers, magazines, televisions, etc. Sometimes, if a girl does not engage herself in dating,

some may considered her as weird, maybe because in the western society today, there are

no more things such as Maria Clara's, which refers to those who are a little bit conscious

in dating as well as engaging in romantic relationships. She said that majority of the

people would expect girls to already have a dating partner especially when girls reach

into their adolescent stage. Stefan also added that this dating is usually considered as a

threshold or the first step towards romantic relationships. After conducting her study, she

concluded that dating/romantic relationships have negative and positive outcomes into

the academic performance of someone involved – positive in the sense that dating gives

inspiration/motivation for girls to do well in their academic works, if and only if girls will
 27

know how to manage time wisely and properly and that girls will not take dating

seriously. However, it is negative on the other hand because it will just cause distraction.

The findings of the study made by Phelps (2007) noted that the influence of

partners, parents and peers of African American Youth to their school achievement. He

concluded that effects of academic achievement vary on race. Part of the result of his

study is that peers also affect to the academic performance of the respondents. For the

African American, it is their peers’ academic orientation that affects the academic

performance while for Anglo Americans, both peers’ academic orientation and behaviors

towards romantic relationship affects their academic performance.

The result of the study of Phelps implies that factors assumed to affect

academic performance of students such as personal relationships vary in each race.

Moreover, Furman (as cited in Bernales & Colonia, 2011) stated that there has still been a

great interest of romantic relationships because this interest sparks from the observation

that these relationships are significant to adolescents’ lives. A lot of research has been

made about this topic but most of these studies center on Euro-American youths or

mostly Western societies.

Western culture has differences to Asian culture especially on the social

aspects. Example would be perceptions on dating. To the researchers’ knowledge, they

have not found some studies focusing on the Asian’s romantic relationships. In

connection with this, our study will focus on the effects of romantic relationship on the

academic performance of Filipino students particularly, in the Cor Jesu College – Senior

High School students. Since we have known that teachers in Cor Jesu College have
 28

higher expectations of their students, increased workloads, challenging exercises,

projects, paper works and assignments are given to the students. It is also characterized

by a shift of sleeping and eating habits, more school-related works and new

responsibilities (Umar, Shaib, Aituisi, Yakubu, & Bada, 2010).

Considering the romantic relationships involved and the amount of pressure

given to the students by their teachers, we assume that there will be an effect of romantic

relationship on the academic performance of the students.

 29

CHAPTER III

METHODOLOGY

This chapter discusses processes of quantitative research. This research includes

research design, respondents, sampling procedure, measures, data gathering, and data

analysis. The first part, will discuss the research design used in the study, second is the

respondents of the study. Next in the discussion are the sampling procedures, measures

and the data gathering procedure. Lastly, the chapter ends by discussion the data analysis

used to analyse and interpret the data.

Research Design

The study used a quantitative design specifically descriptive – correctional

method. Descriptive method involves purposive process of gathering, analysing and

classifying data. According to Aggarwal (2008), descriptive research is devoted to the

gathering of information about prevailing conditions or situations for the purpose of

description and interpretation. Moreover, Fox and Bayat (2007) in its essence, descriptive

students are utilized to depict different aspects of the phenomenon. Additionally,

Rybarova (2006) explained that this design would help the researchers determine patterns

of relationship that may exist and measures the durability of the relationship. In its

popular format, descriptive research is used to describe characteristics and/or behaviour

of sample population. Hence, this method will be utilized in presenting the relationship

29
 30

between romantic relationship and academic performance of the Grade 12 – Senior High

School students in Cor Jesu College.

Respondents

The respondents of the study were Senior High School –Grade 12 students of Cor

Jesu College during the first semester, S.Y 2017 – 2018 at Digos City. A sample

population from Grade 12 students served as respondents of this study who are in

romantic relationship that affecting their academic performance particularly concerning

their grades. The respondents are chosen over other grade levels because it is believed

that they are sequentially matured students who can respond well to the study surveys

that were utilized in this study.

A total of 933 Grade 12 students in Cor Jesu College were enrolled in this grade

level. Out the entire population, there were 50 respondents who took part in the study.

These 50 respondents were asked to answer the survey questionnaires.

Sampling Procedure

The researchers made use of the purposive sampling method in the selection of

the respondents. Crossman (2017) stated that a purposive sampling is a non-probability

sampling wherein respondents were chosen based on their characteristics and the

objective of the study. Purposive sampling, also known as judgmental, selective or

subjective sampling, is a type of non-probability sampling technique. Since the study was
 31

focused on a particular group (students involved in romantic relationship), Senior High

School – Grade 12 students who were involved in a relationship in the S.Y 2017 – 2018

became the respondents of the study. And there are only 50 students who met this

criterion; these 50 students were the respondents of the study.

Measures

The researchers adapted a survey questionnaire from Navarez et.al (2013) and the

survey questionnaire extracted from the internet. The research entitled “Senior High

School Student’s Romantic Relationship and Academic Performance” which was

developed to determine the relationship between romantic relationship and academic

performance of the Grade 12 students. The survey questionnaires consisted of a broad

range of questions aimed at gauging the students’ involvement in romantic relationship

and its adverse effects on their academic achievement. The first part of the questionnaire

will regard the profile of the respondent (i.e., name, gender).These questionnaires are in

Likert scale form in which respondents will be given five options which is always, most

of the time, often, sometimes and never are the given statements. Lastly, the survey

questionnaire has 10 items to be answered by the respondents of this study.

 32

Table 1. Frequency of the respondents to go on dating with boyfriends and girlfriends

Scale Range Description Interpretation
5 4.51 – 5.00 Always The respondents always
spend time with their partner.

4 3.51 – 4. 50 Most of the Time The respondents frequently

spend time with their partner.

3 2.51 – 3. 50 Often The respondents seldom

spend time with their partner.

2 1.51 – 2.50 Sometimes The respondents rarely spend

time with their partner.

1 1.00 – 1. 50 Never The respondents never spend

time with their partner.

 33

Table 2.Provides the description ratings and interpretation of the academic performance
of the students especially the Senior High School – Grade 12 students.
Percentage Range Description Interpretation

90 – Above Advanced The student at this level exceeds the core

requirements in terms of knowledge, skills,
understanding, and can transfer them
automatically and flexibly through authentic
performance tasks.
85- 89 Proficient The student at this level has developed
fundamental knowledge, skills, and core
understandings and can transfer them
independently through authentic performance
tasks.
80- 84 Approaching The student at this level has developed the
fundamental knowledge, skills, and core
Proficiency understandings and with little guidance from
the teacher and/or with some assistance from
peers, can transfer these understandings
through authentic performance tasks.
75 – 79 Developing The student at this level possesses the
minimum knowledge and skills and core
Proficiency understandings, but needs to help throughout
the performance of the authentic tasks.
74 below Beginning The student at this level struggles with his or
her understanding, prerequisite and
fundamental knowledge and/or skills have not
been acquired or developed adequately to aid
something.
Adapted from K-12 Curriculum

Data Gathering Procedure

In conducting the study, the researchers had the following procedures:

 34

1. The researchers made a letter that was sent to the office of the assistant principal

of the Senior High School - Basic Education Department (BED) asking for the

permission to conduct the study.

2. After receiving the approval of the assistant principal, the researchers went to the

teachers of Grade 12 students and locate their assigned classroom.

3. The researcher applied the purposive sampling to figure the population of the

respondents.

4. After knowing the names of the respondents, the researcher informed and gave

survey questionnaire to the respondents.

5. When the data were tabulated the result was analyzed and interpreted and

conclusion and recommendation was given.

6. To gather the general records of the respondents of this study, the researcher

asked the office of registrar to have their Grade 11 – general average.

Data Analysis

The statistical data were computed and analysed with the use of a computer
generated system.

Mean score was utilized to describe frequency of the respondents to go on dating

with boyfriends and girlfriends of the Senior High School students in Cor Jesu College.

Grade Point- Average was utilized to describe the level of Academic Performance
of Senior High School students in Cor Jesu College.

Pearson Product-Moment Correlation was used to test whether there is a

significant relationship between Senior High School students and their Academic
Performance.
 35

Table 3. Table of Correlation coefficients and interpretation

R value Degree of Relationship

±1.00 Perfect Positive (Negative) Correlation

±0.91 to ±0.99 Very High Positive (Negative) Correlation

±0.71 to ±.90 High Positive (Negative) Correlation

±0.51 to ±.71 Moderately High Positive (Negative) Correlation
±0.31 to ±0.50 Low Positive (negative) Correlation

±0.01 to 0.30 Negligible Positive (Negative) Correlation

±0.00 No Correlation
Source: (Zulueta et al., 2007
 36

CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis and interpretation of the data

gathered using the research instrument and statistical tools. It starts by discussing the

frequency of the respondents to go on dating with boyfriends and girlfriends and

followed by the level of academic performance of the Senior High School students. This

chapter ends by discussing the significant relationship between romantic relationship and

academic performance of the Senior High School students.

Frequency of the respondents to go on dating with their partner

This study attempted to determine the frequency of the respondents to go on

dating with boyfriends and girlfriends. Through the thorough procedures the respondent’s

answers were added to get the mean score.

Table 4. Frequency of the respondents to go on dating with boyfriends and girlfriends

Mean score Description Interpretation
3.54 Most of the Time The respondents frequently
spend time with their
partner.

In this table presents the frequency of the respondents to go on dating with

boyfriends and girlfriends is at 3.54. This value is labeled as “Most of the time” and

associated as “the respondents frequently spend time with their partner”.

36
 37

This finding supported the study of Crissey (2006) the time spent with the partner

would consume much time that must be allotted for studying; taking into consideration

the time management of a student being involved in romantic relationship affects the

academic performance. As stated by Crissey (2006) in her study about impact of romantic

relationship on high school girls, there is really a challenge in balancing romantic

relationship and academic performance in a teenager's life. It gives pressure on how to

maintain the romantic side and the academic works as well.

Level of Academic Performance of the Students

The level of academic performance of the grade twelve – Senior High School

students of Cor Jesu College was done by having the general average and setting its mean

score.

Table 5. Level of Academic Performance of the Students

Mean score Description Interpretation
87.87 Proficient The student at this level has developed

fundamental knowledge, skills, and core

understandings and can transfer them

independently through authentic

performance tasks.

The mean score was 87.87 which mean that the level of the academic performance

of the students was at the proficient level. The student at this level has developed
 38

fundamental knowledge, skills, and core understandings and can transfer them

independently through authentic performance tasks.

This study reinforced the study of Giordano, Phelps, Manning and Longmore (2009), the

study was conducted to examine the extent of a student in which they value achievement

and ambition with their romantic partners which gives good effects on their academic

achievement. Furthermore, according to Lucas and Curpuz (2007), stated that quality

personal relationships that provide stability, trust, and caring such as romantic

relationships can increase learners’ academic performance.

Moreover, the study suggested that romantic relationship has a great role in the

academic performance of adolescents. Parents, peers, and partners, on the other hand,

cooperate, collaborate and enrich the learning experience (Lucas & Corpuz, 2007). In this

way, adolescents who are more knowledgeable can help in the cognitive development of

their partner.

Relationship between Romantic Relationship and Academic Performance

The main aim of this study is to find out whether if there is an existing

relationship that under lays between Romantic Relationship and Academic Performance

of the Senior High School students. Table 6 displays the significance value, pearson r,

interpretation and the conclusion of the study.

 39

Table 6. Significant Relationship between Romantic Relationship and Academic

Performance
Null Hypothesis Pearson r Significance Interpretation Decision
value value
There is no .031 .828 There is a Accept the
significant negligible positive null
frelationship correlation between hypothesis
between the the level of
level of romantic romantic
relationship and relationship and
academic academic
performance performance

In this study, the researcher tried to determine if there is a significant

relationship between the level of romantic relationship and academic performance. In

order to answer the research problem, Pearson product moment correlation was utilized.

The results revealed that the significance value is .828 which is found to be higher than

0.05, level of significance. Thus, the null hypothesis is accepted. It implies that there is

no significant between the level of romantic relationship and academic performance. The

result also showed the Pearson r value which is equal to .031 in which it describes as

negligible positive correlation. A positive correlation means that higher the level of

romantic relationship, the higher the academic performance and vice versa. However, the

result showed a negligible correlation.

This finding supported the study of Luqman (2009) on romantic relationship

and its effects on academic performance in the Department of Pschology Bahauddin

Zakriya University Multan, revealed that there is not relationship between the grade point

average and dating status of adolescents. Futhermore, Pham (2013), studied about the

relationships between dating and college performance of Loyola University students who

were aged between 18-24 years old. It implies that dating and involvement in romantic
 40

relationship shows no significant relationship on academic performance of college

students. Thus, Pham’s study revealed the same result with Luqman’s (2009) study.
 41

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions and

recommendations of the study. First, the findings were summarized based on the result

drawn from the questionnaire. Next the conclusions were formulated based from the

results of the data gathered. Lastly, the recommendations were offered to maximize the

results of the study conducted.

Summary

The purpose of this descriptive-correctional study was to investigate and analyse

the result of the relationship between the romantic relationship and academic

performance of the Senior High School students. The respondents were the grade twelve

Senior High School students in Cor Jesu College which was located in Digos City, Davao

del Sur. The respondents of the study were chosen by the use of the purposive sampling

method in the selection of the respondents. In order to determine the frequency of the

respondents to go on dating with their partner, data needed are gathered through the

distribution of the survey questionnaires to the students of the sample population who

were involved in romantic relationship. In order to determine the level of academic

performance of the students, their grade 11 – general average were used.

41
 42

Using the mean and Pearson Moment correlation, result showed that there is no

significant relationship between romantic relationship and academic performance of the

Senior High School students. This finding was further confirmed by the result of the

Pearson and value which is equal to .031 in which it describes as negligible positive

correlation. A positive correlation means that higher the level of romantic relationship,

the higher the academic performance and vice versa. However, the result showed a

negligible correlation.

Conclusion

After all the data were processed, analyzed and interpret, the following conclusions are

derived:

1. The respondents frequently spend time with their partner and frequently go on

dating with boyfriends and girlfriends. The level of academic performance of the

respondents is proficient. This means that the student at this level has developed

fundamental knowledge, skills, and core understandings and can transfer them

independently through authentic performance tasks.

2. There is no significant relationship between the two variables being reviewed.

This means that higher the level of romantic relationship, the higher the academic

performance and vice versa.

Recommendations

Based on the findings of the study, the following recommendations are offered.
 43

1. That teachers must give proper attention to their students who are involved in

romantic relationship so that teachers could also help in increasing the academic

performance of their students not just by teaching them lessons on the

course/subjects they handled.

2. Parents may allow their siblings to involve in a romantic relationship since it

contributes to the development of adolescents for a better committed relationship

in the future. However, together with it must be the guidance that the academic

performance of their siblings will not be affected.

3. For the students, the researchers recommend that if they will involve themselves

in a romantic relationship, they must balance their time management in order not

to affect their academic performance.

4. That researchers who will be going to research more about the effects of romantic

relationship in the academic performance of the student, we highly recommend

that they must gather respondents in a wider range since this study is just focused

on the views of only 50 respondents from the Cor Jesu College – Senior High

School students. Moreover, limited respondents may affect the precision of the

results of the study.

 44

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 52

APPENDICES
 53

APPENDIX A

COR JESU COLLEGE

Sacred Heart Avenue, Digos City 8002
Province of Davao del Sur

CERTIFICATION OF EDITING AND STATISTICAL REVIEW

Name of Student: Danniele Bontia, Angela Grace E. Calanoc, Neizel Grace H.

Campaner, Princess Ruby May Labani, Jenny Pearl C. Razonable

Strand: Humanities and Social Sciences

Title of Thesis: Senior High School Student’s Romantic Relationship and Academic

Performance

PART I. For Editor

This is to certify that the above thesis prepared as a requirement for the practical research
2 was submitted to the undersigned for grammar checking and proof reading. I endorse
the manuscript submitted as it has generally met the standards and requirements,
including the form and style as prescribed by Cor Jesu College.

Signed: Date:

PART II. For Statistician

I endorse the manuscript submitted by the students with the statistical requirements
checked and found appropriate for thesis purpose(s).

Signed: Date:

PART III. For Research Adviser/Mentor

I am satisfied with the student’s manuscript and accept this in partial fulfillment of the
requirements for the degree identified.

Signed: Date:
 54

SURVEY QUESTIONNAIRE

COR JESU COLLEGE

Sacred Heart Ave., Digos City
Province of Davao del Sur
Philippines

Good Day! We are Grade 12 students in HUMSS division. We are conducting a study
entitled “Senior High School Student’s Romantic Relationship and Academic
Performance. We would like to ask a little of your time to answer this survey
questionnaire. Please answer it with all honesty. We assure you that this is confidential.
We are hoping for your kind cooperation.

Thank you!

Name (optional):

Sex: Grade Level:

Part I. Please check your answers that correspond to your choice based on the following
statements:

Note: To answer every statement, you have to select from five (options) which is
(Always, Most of the time, Often, Sometimes, Never)

Questions Always Most of the Often Sometimes Never

(5) Time (3) (2) (1)
(4)

1.We eat lunch together

2. We go church on Sunday

3.We do our homework and

projects together
 55

4.We go to cinema together

5.We buy things and school

materials together

6.We go home together

7. We study during our free

time

8. We celebrate
“Monthsary”

9.We hang-out with friends

10.We go on a date
 56

COR JESU COLLEGE

Sacred Heart Ave., Digos City
Province of Davao del Sur
Philippines

September 1, 2017

MIRIAM VIVIENLEIGH S. MORI, MA

Assistant Principal
Senior High School
Cor Jesu College

Dear Madam:

Greetings of love and gratitude.

As part of the requirements for our Practical Research 2, we, the Grade 12 Senior High
School students of Cor Jesu College will be conducting our study entitled “Senior High
School Student’s Romantic Relationship and Academic Performance.”

With the foresaid matter above, we are required to conduct surveys in order for us to have
basis for our study. In view thereof, we are respectfully asking for your permission to
allow us to conduct surveys to our target respondents who are the Grade 12 Senior High
School students in this institution.

Your support and approval to this request is highly appreciated and would be a great help
to the fulfilment of our study.

Sincerely yours,

JENNY PEARL RAZONABLE

Group Leader

Noted by

MARIA VINICE O. SUMALAJAG

Research Teacher

Approved by

MIRIAM VIVIENLEIGH MORI, MA

SHS Assistant Principal
 57

CURRICULUM VITAE

Personal Background

Name : Jenny Pearl C. Razonable

Address : 1164 San Antonio Village, Roxas Ext., Digos City

Birth Date : December 20, 1999

Civil Status : Single

Father’s Name : Zaldy S. Razonable

Mother’s Name : Teresita C. Razonable

Educational Attainment

Elementary : Digos City Central Elemtary School

Junior High School : Digos City National High School

Senior High School : Cor Jesu College

Strand : Humanities and Social Sciences

Membership Organization

Position Organization Inclusive Year

Business Manager Red Cross Youth 2017 – 2018

 58

CURRICULUM VITAE

Personal Background

Name : Princess Ruby May H. Labani

Address : Leling , Hagonoy , Davao del Sur

Birth Date : May 23, 1999

Civil Status : Single

Father’s Name : Joseph M. Labani

Mother’s Name : Ruby H. Labani

Educational Attainment

Elementary : Ramon Magsaysay Central Elemtary School

Junior High School : Cor Jesu College

Senior High School : Cor Jesu College

Strand : Humanities and Social Sciences

Membership Organization

Position Organization Inclusive Year

Member Project Club 2017 – 2018

 59

CURRICULUM VITAE

Personal Background

Name : Daniella S. Bontia

Address : Colorado, Digos City

Birth Date : August 06, 1999

Civil Status : Single

Father’s Name : Phemarjohn R. Bontia

Mother’s Name : Quennie S. Bontia

Educational Attainment

Elementary : Colorado Elemtary School

Junior High School : Digos City National High School

Senior High School : Cor Jesu College

Strand : Humanities and Social Sciences

Membership Organization

Position Organization Inclusive Year

Member Project Club 2017 – 2018

 60

CURRICULUM VITAE

Personal Background

Name : Angela Grace E. Calanoc

Address : Dona Aurora Ext. Digos City

Birth Date : August 25, 1999

Civil Status : Single

Father’s Name : Rizalde M. Calanoc

Mother’s Name : Ma. Dausay E. Calanoc

Educational Attainment

Elementary : Digos City Central Elemtary School

Junior High School : Digos City National High School

Senior High School : Cor Jesu College

Strand : Humanities and Social Sciences

Membership Organization

Position Organization Inclusive Year

Member Red Cross Youth 2017 – 2018

 61

CURRICULUM VITAE

Personal Background

Name : Niezel Grace H. Campaner

Address : Center Kiagot, Digos City

Birth Date : August 24, 1999

Civil Status : Single

Father’s Name : Nelson Campaner

Mother’s Name : Liezel Campaner

Educational Attainment

Elementary : G. Reusora Central Elemtary School

Junior High School : Digos City National High School

Senior High School : Cor Jesu College

Strand : Humanities and Social Sciences

Membership Organization

Position Organization Inclusive Year

Member Red Cross Youth 2017 – 2018

62